지역 문화유산의 초등학교 역사교육 활용 방안 연구 -경기도 양주시를 중심으로- = A Study on the Uses of the Local Cultural Heritages for the Elementary History Education -Centering around Yangju-si, Gyeonggi-do-

다국어 초록 (Multilingual Abstract)

Although the methods of connecting the local cultural heritage with the school education have been examined in diverse ways, few preceding studies discussed the ways to educate the elementary students on their local cultural heritages outside of school. Thus, this study was aimed at discussing the ways to use the cultural heritages of Yangju-si for the elementary history education in association with the elementary curriculum.
To this end, the researcher reviewed the 2015 Amendment of National Elementary Curriculum and thereupon, examined the needs for the education on the local cultural heritage, considering the fact that the survey about the buried cultural assets had been increasing. Then, the researcher described the historical and geographical characteristics of Yangju-si, Gyeonggi-do and thereupon, analyzed its cultural heritages by age and type. Since Yangju-si is reputed for its historical cultural assets distributed evenly, it is deemed possible to use the cultural assets for the elementary history education. Lastly, the researcher analyzed the case of the elementary history education program operated by a local cultural assets project (Yangju office site revival project) corp., sponsored by Cultural Heritage Administration.
The educational use of the local cultural heritage was found to help foster the creative convergence talents pursued by 2015 Amendment National Curriculum and have the following effects in term of the elementary history education. First, the elementary students would accept the history with no sense of refusal in the process of learning the history about their community, and thereby, would grown into self-reliant persons who have established an ego-identity and endeavor to explore their own future career and life. Secondly, the elementary students would easily acquire the knowledge about the cultural assets that can hardly be learned only through theory. Thus, they would grow into men or women of culture, being creative. Thirdly, the elementary students would love their community more, being merged into it, living together with others. Ultimately, the final goal of using the cultural heritage for the elementary history education is to bring up new Yangju citizens who know better about Yangju and love it. It is hoped that the educational use of the local cultural heritage would develop into not only the school education program but also into the adults' education or the life-long education.